Die Autoren prasentieren die Resultate einer prozessbegleitenden Evaluation eines Qualitatsverfahrens, das auf der Wahrnehmung konkreter Unterrichtssituationen, deren professioneller Auswertung und intensiver padagogischer Zusammenarbeit in Kleingruppen beruht. Neben der gesteigerten Selbstreflexion und einer Verbesserung des eigenen Unterrichts erlebten die Lehrer eine deutliche Verbesserung ihrer kollegialen Beziehungen und ihrer Zusammenarbeit. Als starkendes Element wurde das vertrauensvolle und wertschatzende padagogische Gesprach zur Unterstutzung konkreter Unterrichtssituationen erfahren. Erreicht wurde dieser Erfolg durch ein Verfahren, das mit der Unterstutzung externer Lehrer auf die Selbstqualifizierung eines Kollegiums angelegt ist.

Kapitel 1: Grundlagen der Verhaltenslenkung, - Kapitel 2: Allgemeine Legitimitat der Verhaltenslenkung durch Recht, - Kapitel 3: Besondere Legitimitat der Lenkung privatautonomen Verhaltens, - Kapitel 4: Instrumente zur Lenkung privatautonomen Verhaltens, - Kapitel 5: Folgen der Lenkung privatautonomen Verhaltens, - Kapitel 6: Gesamtbewertung und Gesamtergebnisse.

This book proposes a model for understanding how innovative policy decisions are taken in complex political and organizational systems as well as the possible strategies that the promoter of the innovation can employ in order to maximize the probability of successful adoption and implementation. It presents a conceptual framework for the analysis of decisional situations in order to design the most appropriate strategies for overcoming conflict (e.g. of the NIMBY variety) and/or increasing the engagement of potentially interested actors. The book includes a template for decisional case studies, a protocol for the definition of a decisional strategy, and an exercise in decisional analysis.

Kulturen bzw. Gesellschaften in ihrer spezifischen Pragung haben systemischen Charakter und bedurfen einer ganzheitlichen Betrachtung. Im Zuge entwicklungspolitischer Massnahmen erfolgen Wissens- und Technologietransfer untrennbar vom Kulturtransfer. Eine Nahtstelle dieses Geschehens ist der Bildungsbereich. Aus einem anders gearteten kulturellen Kontext in einen bestimmten traditionellen Gesellschaftstypus hineinwirkende Massnahmen zwischenstaatlicher Entwicklungshilfe stellen eine Intervention in ein fremdes sozio-kulturelles Milieu dar. Die skizzierten Zusammenhange werden am Beispiel des Projektalltages an der deutsch-athiopischen Modellhochschule, der Adama University, aufgezeigt.

Knowledge in an Uncertain World is an exploration of the relation between knowledge, reasons, and justification. According to the primary argument of the book, you can rely on what you know in action and belief, because what you know can be a reason you have and you can rely on the reasons you have. If knowledge doesn't allow for a chance of error, then this result is unsurprising. But if knowledge does allow for a chance of error - as seems required if we know much of anything at all - this result entails the denial of a received position in epistemology. Because any chance of error, if the stakes are high enough, can make a difference to what can be relied on, two subjects with the same evidence and generally the same strength of epistemic position for a proposition can differ with respect to whether they are in a position to know.
In defending these points, Fantl and McGrath investigate the ramifications for debates about epistemological externalism and contextualism, the value and importance of knowledge, Wittgensteinian hinge propositions, Bayesianism, and the nature of belief. The book is essential reading for epistemologists, philosophers who work on reasons and rationality, philosophers of language and mind, and decision theorists.

This book presents recent advances in the theory and application of the Best-Worst Method (BWM). It includes selected papers from the Second International Workshop on Best-Worst Method (BWM2021), held in Delft, The Netherlands from 10-11 June, 2021, and provides valuable insights on why and how to use BWM in a diverse range of applications including health, energy, supply chain management, and engineering. The book highlights the use of BWM in different settings including single decision-making vs group decision-making, and complete information vs incomplete and uncertain situations. The papers gathered here will benefit academics and practitioners who are involved in multi-criteria decision-making and decision analysis.

Individual decision making can often be wrong due to misinformation, impulses, or biases. Collective decision making, on the other hand, can be surprisingly accurate. In Democratic Reason, Helene Landemore demonstrates that the very factors behind the superiority of collective decision making add up to a strong case for democracy. She shows that the processes and procedures of democratic decision making form a cognitive system that ensures that decisions taken by the many are more likely to be right than decisions taken by the few. Democracy as a form of government is therefore valuable not only because it is legitimate and just, but also because it is smart. Landemore considers how the argument plays out with respect to two main mechanisms of democratic politics: inclusive deliberation and majority rule. In deliberative settings, the truth-tracking properties of deliberation are enhanced more by inclusiveness than by individual competence. Landemore explores this idea in the contexts of representative democracy and the selection of representatives. She also discusses several models for the "wisdom of crowds" channeled by majority rule, examining the trade-offs between inclusiveness and individual competence in voting. When inclusive deliberation and majority rule are combined, they beat less inclusive methods, in which one person or a small group decide. Democratic Reason thus establishes the superiority of democracy as a way of making decisions for the common good.

Do the reasons we have for acting as we do derive from our concerns and desires, or are there objective values in the world that we are rationally required to pursue and protect? Alan Goldman argues for the internalist or subjectivist view of practical reasons on the grounds that it is simpler, more unified, and more comprehensible than the rival objectivist position. He provides a naturalistic account of practical rationality in terms of coherence within sets of desires or motivational states, and between motivations, intentions, and actions. Coherence is defined as the avoidance of self-defeat, the defeat of one's own deepest concerns. The demand for coherence underlies both practical and theoretical reason and derives from the natural aims of belief and action. In clarifying which desires create reasons, drawing on the literature of cognitive psychology, Goldman offers conceptual analyses of desires, emotions, and attitudes. Reasons are seen to derive ultimately from our deepest occurrent concerns. These concerns require no reasons themselves but provide reasons for many more superficial desires.
In defense of this theory, Goldman argues that rational agents need not be morally motivated or concerned for their narrow self-interest. Objective values would demand such concern. They would be independent of our desires but would provide reasons for us to pursue and protect them. They would require rational agents to be motivated by them. But, Goldman argues, we are not motivated in that way, and it makes no sense to demand that our informed and coherent desires be generally other than they are. We need not appeal to such objective values in order to explain how our lives can be good and meaningful.
Reasons from Within will appeal to anyone interested in the nature of values and reasons, particularly students of philosophy, psychology, and decision theory.

MOPGP is an international conference series devoted to multi-objective p- gramming and goal programming (MOP/GP). This conference brings together researchers and practitioners from different disciplines of Computer Science, Operational Research, Optimisation Engineering, Mathematical Programming and Multi-criteria Decision Analysis. Theoretical results and algorithmic developments in the ?eld of MOP and GP are covered, including practice and applications of MOP/GP in real-life situations. The MOP/GP international conferences are organised in a biennial cycle. The previous editions were held in United Kingdom (1994), Spain (1996), Canada (1998), Poland (2000), Japan (2002), and Tunisia (2004). The Seventh me- ing (MOPGP'06) was organised in the Loire Valley (Center-West of France) by X. Gandibleux, (University of Nantes, chairman) and V. T'Kindt (University of Tours, co-chairman). The conference was hosted during three days (June 12-14, 2006) by the old city hall of Tours which is located in the city centre of Tours. The conference comprised four plenary sessions (M. Ehrgott; P. Perny; R. Caballero and F. Ruiz; S. Oussedik) and six semi-plenary sessions (N. Jussien and V. Barichard; D. Corne and J. Knowles; H. Hoogeveen; M. Wiecek; E. Bampis; F. Ben Abdelaziz) and 82 regular talks. The (semi-)plenary speakers were invited, while the regular talks were selected by the international scienti?c committee composed of 61 eminent researchers on basis of a 4-pages abstract.

In Zeiten der Wissensgesellschaft, der Globalisierung und der damit verbundenen internationalen vergleichenden Studien nimmt die Untersuchung Bezug auf die Frage nach der Konkurrenzfahigkeit der Modernisierung des Systems Schule der letzten Jahre. Im Mittelpunkt der aktuellen Reformbestrebungen steht der Schuler. Vernachlassigt wird trotz der Pluralitat der erziehungswissenschaftlichen Theorien die Frage nach einer angemessenen Qualifikation der primaren, praktischen Agenten des Reformprozesses. Stehen die theoretischen Anspruche an eine adaquate, ideale Lehrerprofessionalitat im Widerspruch zum demografischen Alterungsprozess unserer Gesellschaft und somit der Lehrerkollegien? Am Beispiel der Bildungsreform des Bundeslandes Baden-Wurttemberg wurde nach Richtungsweisungen fur diese scheinbare Dichotomie mit der Absicht der qualitatssichernden Optimierung und gesundheitsfoerdernden Balancierung der Anforderungen und Herausforderungen des schulischen Umfeldes und den subjektiv-personellen Potenzen der Lehrer gesucht.

At no time in the history of public education has there been such a dramatic discrepancy between accelerated standards and expectations and adequate funding for our schools. Much has been written about how to achieve new expectations in the realm of student achievement and the need for accountability and the restructuring of how education dollars are spent. Unfortunately, most of the input regarding the need for "belt-tightening" is unaccompanied by tangible solutions or suggestions and results only in hollow rhetoric or convenient political sound bytes. This journey into meaningful avenues for cost-savings in public education is clearly an exception. Any school official who reads this book will find a number of viable possibilities for saving money. The authors offer time-tested, practical ideas, which are proven to work. Features cost-saving tips for: * District and school-level administration * Curriculum, instruction, vocational and special education, student services, and media * Building and grounds, maintenance, pupil transportation, and food services * Community colleges The authors briefly review the literature for: * Managing decline in resources and discuss the problem of declining funds for schools and solution strategies * Generating alternative revenue sources in education Samples of strategic plans are also included. For educational administrators, state governors and senators, school boards, and school business officials.

'One of the wonder women of our emergency services' Glamour

'Homeless as a teenager, Sabrina Cohen-Hatton has spent the last eighteen years dealing with everything from fires to car crashes and terrorist attacks. Who better to write a book about life-or-death situations?' Guardian

Dr Sabrina Cohen-Hatton has been a firefighter for eighteen years. She decides which of her colleagues rush into a burning building and how they confront the blaze. She makes the call to evacuate if she believes the options have been exhausted or that the situation has escalated beyond hope.

Taking us to the very heart of firefighting, she immerses us in this extraordinary world; from scenes of devastation and crisis, through triumphs of bravery, to the quieter moments when she questions herself. Revealing her own story for the very first time, she recounts her years spent sleeping rough and her passion for a career that allows her to rescue others as she was never rescued herself.

This book is the result of everything she has learnt about how we respond in our most extreme moments.

'An inspirational woman' Good Housekeeping

Die Entwicklung der Schularchitektur in Deutschland hatte, gunstigere gesellschaftliche Rahmenbedingungen vorausgesetzt, einen weitaus glucklicheren Verlauf nehmen koennen. Einer gedeihlicheren Entwicklung des Schulbaus in den deutschen Landern standen jedoch einerseits materielle Zwange, andererseits ideologische Bestrebungen traditionell als grosses Hindernis entgegen. Padagogische Belange gerieten allzuoft ins Hintertreffen. Mit dieser Problematik setzt sich die Arbeit auseinander: Die Schulbauentwicklung in Deutschland wird beginnend mit dem spaten 18. und fruhen 19. Jahrhundert anhand von historischen und zeitgenoessischen Beispielen erlautert. Neben der architektonischen Entwicklung sind in diesem Zusammenhang die mit ihr einhergehenden padagogischen und gesellschaftlichen Veranderungen von Bedeutung.

Now revised and updated, this introduction to decision theory is both accessible and comprehensive, covering topics including decision making under ignorance and risk, the foundations of utility theory, the debate over subjective and objective probability, Bayesianism, causal decision theory, game theory, and social choice theory. No mathematical skills are assumed, with all concepts and results explained in non-technical and intuitive as well as more formal ways. There are now over 140 exercises with solutions, along with a glossary of key terms and concepts. This second edition includes a new chapter on risk aversion as well as updated discussions of numerous central ideas, including Newcomb's problem, prisoner's dilemmas, and Arrow's impossibility theorem. The book will appeal particularly to philosophy students but also to readers in a range of disciplines, from computer science and psychology to economics and political science.

Very Short Introductions: Brilliant, Sharp, Inspiring Everyone negotiates. Whenever any person, company, or country needs someone else to accomplish something, they must negotiate. Negotiation is essential for peace and international relations, but also for economically efficient trades and bargains in business, and for problem solving skills in workplaces, families, and interpersonal interactions. This Very Short Introduction provides a comprehensive and accessible review of both conceptual and behavioural approaches to the human process of negotiation. Carrie Menkel-Meadow draws on research in constituent fields of human psychology, diplomacy, law, business, anthropology, game theory, decision making, international relations, sociology, public policy, and economics, suggesting models for creative problem solving to often intractable problems. Considering that most people are tense and frightened of what they perceive to be scarce resource confrontations with opponents and competitors, Menkel-Meadow offers different ways to plan for and approach others to solve human problems and seek solutions that satisfy both parties. Alongside this, Menkel-Meadow summarises recent research on the variations of human behaviour, providing vivid examples from history and current affairs to solve some of the most difficult problems. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.

The purpose of this Paperback is to start a debate about the real problem of how we should educate our young people. It is based on the book 'Chance of a Lifetime: How the other half loses' by Jonathan Langdale and John Harrison.
To be winners today, young people have to be 'good at school' (or very lucky). Clearly, a great many of them aren't 'good at school', but we believe they are all good at something.
Because the Great and the Good became the Great and the Good because they were 'good at school', the received wisdom is that their kind of academic schooling is good for everyone - it must be Look how successful they are
Thus the 'best schools' must be facsimiles of their schools and schoolchildren must all be judged by their standards - the gold standards of GCSE A*-C and 'A' Levels followed by university. If only everyone was as academically clever as they are, wouldn't the world be a better place?
And the children who fail at their kind of schooling are just that - failures.
Over the years we have blamed the failure of secondary education on:
The governors
The head teachers
The teachers and above all...
The pupils.
'Chance of a Lifetime' shows that:
It isn't the governors
It isn't the head teachers
It isn't the teachers and
It certainly isn't the pupils
It's the academically focussed secondary school itself.
You can join the debate as soon as this website's Messages Forum is up and running in a few weeks' time/by the end of March 2007 and the book is available to purchase. Join the debate by adding your voice to the growing number who want to give hope to all our young people through an education that is right for them as individuals.
About the Author
The authors are practitioners with many years experience in teaching, educational leadership and training. They are not "educationalists." That is why they are able to challenge the received wisdom that schools are the only way in which young people can be educated. Both have a passionate interest in enabling all young people to develop their individual talents to the full.
Jonathan Langdale is a former head of both junior and senior schools. He now delivers inspirational and motivational courses to teachers and governors and inspects schools. A writer/director of educational and training films, he is a published writer in the personal development field and is also a county level sports coach.
John Harrison is an innovative, independent training consultant for public and private sector employers and schools, also operating in the field of personal development. For some years he was responsible for the direction of an Approved Training Organisation (ATO) for engineering apprentices. He works mainly in the UK but also in the USA and in the newly independent states of central Europe.